Digital Education Citation:
Clemmitt, M. (2011, December 2). Digital education. CQ Researcher, 21, 1001-1024. Retrieved from http://library.cqpress.com/cqresearcher/ Summary:
Digital education is becoming increasingly prominent in today’s school systems. This article describes how effective technology is in schools, as well as touching upon the uses of technology. In order to adequately address these subjects, this article is divided into seven sections: Are computers in schools improving education, can computers replace classroom teachers, are computer games effective for learning, a background on computers in schools, the current situation on computers in schools, the outlook on computers in schools, and a pros and cons chart of digital technology. The first section asks the broad question “Are computers in schools improving education?” Computers are undoubtedly efficient at teaching basic skills, such as mathematics. Computers are so effective at teaching because
“Computers' strength as skills instructors lies partly in data-gathering and data-analysis abilities that humans can't match, says Moursund. For example, to learn to type on a keyboard, “a program can time how long you touch a key, tally mistakes, note your fast and slow fingers” and adjust the task in real time to provide additional exercise for an individual's weak spots. “A human tutor can't possibly adjust so much” and thus is less efficient, he says.” (Clemmitt). However, teachers often struggle with the implementation of technology into their classrooms. After few unsuccessful attempts at getting software to work and without the help of technical support (which isn’t always available), the technology quickly changes from miraculous to useless. The article continues to suggest that computers will end up taking a portion of teachers’ jobs because they allow for a larger student to teacher radio, therefore costing a school system less money. However, it is also noted that a computer will never be able to care for a student like a teacher can, which is indispensable. The subject of effectiveness of computer games in a school system is described as optimistic. Students are often interested in learning through computer games, but often times are not learning as they should. In order to optimize the learning results from computer games, it is necessary that instead of answering “guess and check” type questions, a student is engaged in the material and progresses with more thoughtful, individualized answers. Overall, computers in schools are described as being vast resources. As opposed cramming a limited amount of pre-decided subjects into a school day, it is much more rewarding to access a computer’s endless information database to allow for personalized learning. Computers can also be used as tutors, to help students outside of the classroom when teachers aren’t available. Additionally, computers can be used to communicate globally. For example, Khan Academy allows students to learn via video lessons. Overall, if used efficiently, the power of digital education knows no limits. Reaction: This article was informative and seemingly unbiased, displaying the potential of computers in school systems but not underestimating the value of teachers. It showed how computers allow for a student’s personalized learning throughout the school day, which is indescribably essential. If a student is not interested in what they’re doing, then they will show little to no effort and therefore will receive little to no results from their education. This article also shows how technology needs to be implemented in the correct setting to get the most out of it. From personal experience, I have seen several instances of teachers with technology available to them that are unable to use it because they are unfamiliar. Although software developers are being urged to simplify new educational technology so these types of problems become less frequent, issues with the usage of technology in a classroom setting are still common. It is important that the issue of teacher’s inability to use technology was addressed in this article, and for that amongst other reasons validates this article’s credibility.
2. Editorial or Opinion Essay: A New Way to Learn Citation: Moltenbrey, K. (2008, October). A New Way to Learn. Computer Graphics World. p. 2. Summary: This article focuses on the ability of technology to present students with breathtaking graphics and spur interest in subjects that would otherwise be lost during a mundane lecture. Basically, with the technology available today, students shouldn’t be forced to withstand boring methods of teaching. Many times students are learning subjects that are fascinating, but are taught to them without excitement. The example that the article used compared the interest of a student learning about ancient Egypt through two methods. A student would undoubtedly lose concentration throughout a lecture of this topic. However, if the student were presented with a video tour, showing ancient artifacts, hieroglyphics, and actual excavations, they would likely remain engaged. The wonderful property about technology is it can be applied in any amount to nearly any subject, which creates limitless opportunities for perceptive learning in the classroom. Reaction: The interest of students is something that always needs to be taken into consideration, and this article did exactly that. If a student is not interested in the material that they are learning, then they aren’t getting the most out of their education. This article suggests that with the use of technology, a student will be much more interested in any given school subject. I completely agree with this idea. From personal experience, I know that students tend to be more attentive in the presence of technology as opposed to a lecture. In fact, technology in general is so successful at obtaining the attention of students, it is often seen as a harmful distraction. That being said, it is essential that students are monitored in their use of technology in the classroom to prevent any off topic distractions.
3. Analysis article from a magazine such as Newsweek, Time, or reputable newspaper such as the NY Times: New All-Digital Curriculums Hope to Ride High-Tech Push in Schoolrooms Citation: The New York Times. Retrieved from Rich, M. (2014, March 3). New All-Digital Curriculums Hope to Ride High-Tech Push in Schoolrooms. The New York Times. Retrieved from http://www.nytimes.com/2014/03/03/education/new-all-digital-curriculums-hope-to-ride-high-tech-push-in-schoolrooms.html?_r=0 Summary:
This article mentions the collaboration between software and education companies to work towards producing digital material for future education curriculum. Most new educational software is being aimed at sixth, seventh, and eighth grade students. Tablets and iPads are being implemented in a variety of school settings, with varying results. For example, the Los Angeles Unified School District announced a 1 billion dollar plan to provide every student with an iPad. Although each iPad only contained educational information, it wasn’t long before students hacked the devices. In an alternate location, middle school students in Florida were presented with tablets for solely educational purposes. Instead of hacking them, these students used the tablets for their educational benefits. These scenarios show that although technology definitely has the capability to be used effectively, it will not always be taken advantage of. Reaction:
This is an accurate article because it shows an important issue that needs to be addressed with the incorporation of technology in school systems: Students are capable of finding ways around the educational “boundaries” of school technology. The example used in the article spoke about students in California hacking into school provided iPads to bypass the educational software they were presented with. In my years of high school, I have witnessed students (and have sometimes been guilty myself of) using methods to evade internet restrictions activated by the school. It is important that this article acknowledged this issue, because it is very much evident in schools today. Although this article touched upon the issue of using technology effectively in the classroom, it didn’t offer any solutions to increase productivity (which is ok, as this article is merely an analysis). Personally, I believe that in order to efficiently use technology in school systems, students should be monitored.
4. Article from a scholarly or professional journal, such as Educational Leadership, The Science Teacher, etc.: E-learning in School Education in the Coming 10 Years for Developing 21st Century Skills Citation: Siu Cheung, K., Tak-Wai, C., Griffin, P., Ulrich, H., Ronghuai, H., Kinshuk, & ... Shengquan, Y. (2014). E-learning in School Education in the Coming 10 Years for Developing 21st Century Skills: Critical Research Issues and Policy Implications. Journal Of Educational Technology & Society, 17(1), 70-78. Summary: In this scholarly journal, the incorporation of digital resources into school systems is divided into three categories: Skills development in both formal and informal learning contexts, skills development through both individualized and collaborative learning approaches, and skills development supported by evidence of improvement and awareness of progress. First, technology should be implemented in both formal and informal settings. Students should learn with technology amongst their peers in a familiar classroom setting, but should also have access to individual learning (perhaps 1 on 1 time) with their teacher after school. While using technology, students should be encouraged to work in groups as well as by themselves. Working in groups helps create valuable social skills that are necessary later in life. When a student works individually with technology, their progress can be monitored and precisely evaluated. A student can find out exactly what they need to work on and can be instantly provided with exercises to help any academic weaknesses. Reaction: I completely agree with the points made by this article, especially in that technology should be available both during and after school hours. If a student can be consistently exposed to technology during the school day, they would be introduced to a world of opportunities. They could then explore the interests they developed during the school day further with after school programs. Personally, I was a member of my high school’s Cyber Patriot team. The team was composed of six students who learned about the importance of cyber security and how to defend and repair various operating systems. The experience I gained through that club alone helped me with my career choice, computer science. Undoubtedly if after school technology clubs were open to students everywhere, (the Cyber Patriot team only began my senior year) students would be exposed and possibly even influenced to pursue a new and exciting career.
5. Reputable website or online blog entry that uses evidence to make an argument: In a Digital Future, Textbooks are History Citation: Lewin, T. (2009). In a Digital Future, Textbooks are History. Retrieved from http://schools.bvsd.org/p12/broomfieldhigh/Teachers/peter/Shared Documents/Advanced World Lit/AOW (Article of the Week)/Week 3 In a Digital Future, Textbooks Are History.pdf Summary: The benefits of digital textbooks are discussed in this article. With digital textbooks, schools could see the best available lessons taught by the best instructors. However, in order to use a digital textbook, some electronic device must be available for each student. Most school systems are unable to provide for every student, and not every student has access to a computer or other device at home. Unfortunately, if digital textbooks are implemented immediately without consideration of the financial situation of a school system, the gap between rich and poor could be widened. One specific option mentioned in the article is the “flexbook”, developed by the non-profit organization CK-12. Flexbooks are free web based textbooks that can be modified by teachers or printed out for students. With the introduction of a free source of information like flexbooks, it is irrational for schools to spend money on new textbooks for students. Reaction: This article is valid in my opinion. It displays the advantages of digital textbooks in the classroom, but is aware that technology isn’t always available for a school system. The article continues to mention a possible solution to a lot of schools’ financial situations with a free online textbook (the CK-12 flexbook). I only used one digital textbook during my four years in high school, but it was probably my favorite textbook. I used it for my AP Spanish class my senior year, and it was much more interactive and interesting than an old ripped up school textbook. If schools are even able to implement free textbooks, as suggested in this article, it is vital that they do.
Overall Reaction to Your Research
Technology has become more and more prevalent in school systems today. Personally, technology was implemented progressively more in each year of my high school career. Few computer classes were offered to me, which allowed me limited access to a subject of my interest. Also, my research reflected my personal experience in the sense that technology was hardly used efficiently in the classroom setting. Specifically, the school would spend money on various computer programs to enrich a course’s curriculum. Unfortunately, teachers would often times be unable to use the software presented to them and the new resources would go to waste. The software that was implemented into my classes often required special training from teachers, which wasn’t evident. With several school systems (including my own) lacking a technology specialist to help out in the classrooms, new software is often wasted. Even though technology wasn’t always used efficiently during school hours, there were clubs that offered the help of professionals after school. For example, I was a member of my high school’s Cyber Patriot team, an organization devoted to teaching students the importance of cyber security. I learned additional computer skills that I hadn’t learned previously in the classroom, which was beneficial to me and also opened up my eyes to a career I could pursue with my computer science major. Before the Cyber Patriot team, I had already taken every computer course available to me: a Java programming course and a web development course. After Cyber Patriot, I had a taste of programming, web design, AND cyber security. With software developers being urged to simplify the technology intended for classrooms, the efficient use of technology sure to become more common in school systems.
How does this research help us identify or refine a strategy to improve schools in Rhode Island?
This research just makes the decision of implementing technology and digital resources in the classroom easier. If students wish to be getting the most out of their education, they must be exposed to as many educational opportunities as possible. With the help of technology, a student can explore topics that weren’t previously available for them to access. The passion of a schoolteacher isn’t necessarily going to be replaced by technology. Ideally, teachers can use technology to their advantage, providing students with the most up to date information while still helping them in areas that they’re struggling in. Even if a school cannot afford the newest technology, there are non-profit organizations striving to make the best digital resources available to schools everywhere. That being said, there is no reason that schools shouldn’t rush to implement technology in the classroom.
Author: Ryan Smith
- Report: http://library.cqpress.com.uri.idm.oclc.org/cqresearcher/document.php?id=cqresrre2011120200&type=hitlist&num=1
Digital EducationCitation:
Clemmitt, M. (2011, December 2). Digital education. CQ Researcher, 21, 1001-1024. Retrieved from http://library.cqpress.com/cqresearcher/
Summary:
Digital education is becoming increasingly prominent in today’s school systems. This article describes how effective technology is in schools, as well as touching upon the uses of technology. In order to adequately address these subjects, this article is divided into seven sections: Are computers in schools improving education, can computers replace classroom teachers, are computer games effective for learning, a background on computers in schools, the current situation on computers in schools, the outlook on computers in schools, and a pros and cons chart of digital technology. The first section asks the broad question “Are computers in schools improving education?” Computers are undoubtedly efficient at teaching basic skills, such as mathematics. Computers are so effective at teaching because
“Computers' strength as skills instructors lies partly in data-gathering and data-analysis abilities that humans can't match, says Moursund. For example, to learn to type on a keyboard, “a program can time how long you touch a key, tally mistakes, note your fast and slow fingers” and adjust the task in real time to provide additional exercise for an individual's weak spots. “A human tutor can't possibly adjust so much” and thus is less efficient, he says.” (Clemmitt).
However, teachers often struggle with the implementation of technology into their classrooms. After few unsuccessful attempts at getting software to work and without the help of technical support (which isn’t always available), the technology quickly changes from miraculous to useless. The article continues to suggest that computers will end up taking a portion of teachers’ jobs because they allow for a larger student to teacher radio, therefore costing a school system less money. However, it is also noted that a computer will never be able to care for a student like a teacher can, which is indispensable. The subject of effectiveness of computer games in a school system is described as optimistic. Students are often interested in learning through computer games, but often times are not learning as they should. In order to optimize the learning results from computer games, it is necessary that instead of answering “guess and check” type questions, a student is engaged in the material and progresses with more thoughtful, individualized answers. Overall, computers in schools are described as being vast resources. As opposed cramming a limited amount of pre-decided subjects into a school day, it is much more rewarding to access a computer’s endless information database to allow for personalized learning. Computers can also be used as tutors, to help students outside of the classroom when teachers aren’t available. Additionally, computers can be used to communicate globally. For example, Khan Academy allows students to learn via video lessons. Overall, if used efficiently, the power of digital education knows no limits.
Reaction:
This article was informative and seemingly unbiased, displaying the potential of computers in school systems but not underestimating the value of teachers. It showed how computers allow for a student’s personalized learning throughout the school day, which is indescribably essential. If a student is not interested in what they’re doing, then they will show little to no effort and therefore will receive little to no results from their education. This article also shows how technology needs to be implemented in the correct setting to get the most out of it. From personal experience, I have seen several instances of teachers with technology available to them that are unable to use it because they are unfamiliar. Although software developers are being urged to simplify new educational technology so these types of problems become less frequent, issues with the usage of technology in a classroom setting are still common. It is important that the issue of teacher’s inability to use technology was addressed in this article, and for that amongst other reasons validates this article’s credibility.
2. Editorial or Opinion Essay:
A New Way to Learn
Citation:
Moltenbrey, K. (2008, October). A New Way to Learn. Computer Graphics World. p. 2.
Summary:
This article focuses on the ability of technology to present students with breathtaking graphics and spur interest in subjects that would otherwise be lost during a mundane lecture. Basically, with the technology available today, students shouldn’t be forced to withstand boring methods of teaching. Many times students are learning subjects that are fascinating, but are taught to them without excitement. The example that the article used compared the interest of a student learning about ancient Egypt through two methods. A student would undoubtedly lose concentration throughout a lecture of this topic. However, if the student were presented with a video tour, showing ancient artifacts, hieroglyphics, and actual excavations, they would likely remain engaged. The wonderful property about technology is it can be applied in any amount to nearly any subject, which creates limitless opportunities for perceptive learning in the classroom.
Reaction:
The interest of students is something that always needs to be taken into consideration, and this article did exactly that. If a student is not interested in the material that they are learning, then they aren’t getting the most out of their education. This article suggests that with the use of technology, a student will be much more interested in any given school subject. I completely agree with this idea. From personal experience, I know that students tend to be more attentive in the presence of technology as opposed to a lecture. In fact, technology in general is so successful at obtaining the attention of students, it is often seen as a harmful distraction. That being said, it is essential that students are monitored in their use of technology in the classroom to prevent any off topic distractions.
3. Analysis article from a magazine such as Newsweek, Time, or reputable newspaper such as the NY Times:
New All-Digital Curriculums Hope to Ride High-Tech Push in Schoolrooms
Citation:
The New York Times. Retrieved from Rich, M. (2014, March 3). New All-Digital Curriculums Hope to Ride High-Tech Push in Schoolrooms. The New York Times. Retrieved from http://www.nytimes.com/2014/03/03/education/new-all-digital-curriculums-hope-to-ride-high-tech-push-in-schoolrooms.html?_r=0
Summary:
This article mentions the collaboration between software and education companies to work towards producing digital material for future education curriculum. Most new educational software is being aimed at sixth, seventh, and eighth grade students. Tablets and iPads are being implemented in a variety of school settings, with varying results. For example, the Los Angeles Unified School District announced a 1 billion dollar plan to provide every student with an iPad. Although each iPad only contained educational information, it wasn’t long before students hacked the devices. In an alternate location, middle school students in Florida were presented with tablets for solely educational purposes. Instead of hacking them, these students used the tablets for their educational benefits. These scenarios show that although technology definitely has the capability to be used effectively, it will not always be taken advantage of.
Reaction:
This is an accurate article because it shows an important issue that needs to be addressed with the incorporation of technology in school systems: Students are capable of finding ways around the educational “boundaries” of school technology. The example used in the article spoke about students in California hacking into school provided iPads to bypass the educational software they were presented with. In my years of high school, I have witnessed students (and have sometimes been guilty myself of) using methods to evade internet restrictions activated by the school. It is important that this article acknowledged this issue, because it is very much evident in schools today. Although this article touched upon the issue of using technology effectively in the classroom, it didn’t offer any solutions to increase productivity (which is ok, as this article is merely an analysis). Personally, I believe that in order to efficiently use technology in school systems, students should be monitored.
4. Article from a scholarly or professional journal, such as Educational Leadership, The Science Teacher, etc.:
E-learning in School Education in the Coming 10 Years for Developing 21st Century Skills
Citation:
Siu Cheung, K., Tak-Wai, C., Griffin, P., Ulrich, H., Ronghuai, H., Kinshuk, & ... Shengquan, Y. (2014). E-learning in School Education in the Coming 10 Years for Developing 21st Century Skills: Critical Research Issues and Policy Implications. Journal Of Educational Technology & Society, 17(1), 70-78.
Summary:
In this scholarly journal, the incorporation of digital resources into school systems is divided into three categories: Skills development in both formal and informal learning contexts, skills development through both individualized and collaborative learning approaches, and skills development supported by evidence of improvement and awareness of progress. First, technology should be implemented in both formal and informal settings. Students should learn with technology amongst their peers in a familiar classroom setting, but should also have access to individual learning (perhaps 1 on 1 time) with their teacher after school. While using technology, students should be encouraged to work in groups as well as by themselves. Working in groups helps create valuable social skills that are necessary later in life. When a student works individually with technology, their progress can be monitored and precisely evaluated. A student can find out exactly what they need to work on and can be instantly provided with exercises to help any academic weaknesses.
Reaction:
I completely agree with the points made by this article, especially in that technology should be available both during and after school hours. If a student can be consistently exposed to technology during the school day, they would be introduced to a world of opportunities. They could then explore the interests they developed during the school day further with after school programs. Personally, I was a member of my high school’s Cyber Patriot team. The team was composed of six students who learned about the importance of cyber security and how to defend and repair various operating systems. The experience I gained through that club alone helped me with my career choice, computer science. Undoubtedly if after school technology clubs were open to students everywhere, (the Cyber Patriot team only began my senior year) students would be exposed and possibly even influenced to pursue a new and exciting career.
5. Reputable website or online blog entry that uses evidence to make an argument:
In a Digital Future, Textbooks are History
Citation:
Lewin, T. (2009). In a Digital Future, Textbooks are History. Retrieved from http://schools.bvsd.org/p12/broomfieldhigh/Teachers/peter/Shared Documents/Advanced World Lit/AOW (Article of the Week)/Week 3 In a Digital Future, Textbooks Are History.pdf
Summary:
The benefits of digital textbooks are discussed in this article. With digital textbooks, schools could see the best available lessons taught by the best instructors. However, in order to use a digital textbook, some electronic device must be available for each student. Most school systems are unable to provide for every student, and not every student has access to a computer or other device at home. Unfortunately, if digital textbooks are implemented immediately without consideration of the financial situation of a school system, the gap between rich and poor could be widened. One specific option mentioned in the article is the “flexbook”, developed by the non-profit organization CK-12. Flexbooks are free web based textbooks that can be modified by teachers or printed out for students. With the introduction of a free source of information like flexbooks, it is irrational for schools to spend money on new textbooks for students.
Reaction:
This article is valid in my opinion. It displays the advantages of digital textbooks in the classroom, but is aware that technology isn’t always available for a school system. The article continues to mention a possible solution to a lot of schools’ financial situations with a free online textbook (the CK-12 flexbook). I only used one digital textbook during my four years in high school, but it was probably my favorite textbook. I used it for my AP Spanish class my senior year, and it was much more interactive and interesting than an old ripped up school textbook. If schools are even able to implement free textbooks, as suggested in this article, it is vital that they do.
Overall Reaction to Your Research
Technology has become more and more prevalent in school systems today. Personally, technology was implemented progressively more in each year of my high school career. Few computer classes were offered to me, which allowed me limited access to a subject of my interest. Also, my research reflected my personal experience in the sense that technology was hardly used efficiently in the classroom setting. Specifically, the school would spend money on various computer programs to enrich a course’s curriculum. Unfortunately, teachers would often times be unable to use the software presented to them and the new resources would go to waste. The software that was implemented into my classes often required special training from teachers, which wasn’t evident. With several school systems (including my own) lacking a technology specialist to help out in the classrooms, new software is often wasted. Even though technology wasn’t always used efficiently during school hours, there were clubs that offered the help of professionals after school. For example, I was a member of my high school’s Cyber Patriot team, an organization devoted to teaching students the importance of cyber security. I learned additional computer skills that I hadn’t learned previously in the classroom, which was beneficial to me and also opened up my eyes to a career I could pursue with my computer science major. Before the Cyber Patriot team, I had already taken every computer course available to me: a Java programming course and a web development course. After Cyber Patriot, I had a taste of programming, web design, AND cyber security. With software developers being urged to simplify the technology intended for classrooms, the efficient use of technology sure to become more common in school systems.How does this research help us identify or refine a strategy to improve schools in Rhode Island?
This research just makes the decision of implementing technology and digital resources in the classroom easier. If students wish to be getting the most out of their education, they must be exposed to as many educational opportunities as possible. With the help of technology, a student can explore topics that weren’t previously available for them to access. The passion of a schoolteacher isn’t necessarily going to be replaced by technology. Ideally, teachers can use technology to their advantage, providing students with the most up to date information while still helping them in areas that they’re struggling in. Even if a school cannot afford the newest technology, there are non-profit organizations striving to make the best digital resources available to schools everywhere. That being said, there is no reason that schools shouldn’t rush to implement technology in the classroom.